Tünde Varga-Atkins
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From drawings to diagrams: Maintaining researcher control during graphic elicitation in qualitative interviews
T Varga‐Atkins, M O’Brien
International Journal of Research & Method in Education 32 (1), 53-67, 2009
Developing professionalism through the use of wikis: A study with first-year undergraduate medical students
T Varga-Atkins, P Dangerfield, D Brigden
Medical teacher 32 (10), 824-829, 2010
Learning, student digital capabilities and academic performance over the COVID-19 pandemic
M Limniou, T Varga-Atkins, C Hands, M Elshamaa
Education Sciences 11 (7), 361, 2021
Diagrammatic elicitation: Defining the use of diagrams in data collection
M Umoquit, P Tso, T Varga-Atkins, M O’Brien, J Wheeldon
The Qualitative Report 18 (30), 1-12, 2013
Information skills of undergraduate business students–a comparison of UK and international students
T Varga‐Atkins, L Ashcroft
Library Management 25 (1/2), 39-55, 2004
Focus group meets nominal group technique: An effective combination for student evaluation?
T Varga-Atkins, J McIsaac, I Willis
Innovations in Education and Teaching International 54 (4), 289-300, 2017
Cultural–historical activity theory and ‘the visual’in research: exploring the ontological consequences of the use of visual methods
M O'Brien, T Varga-Atkins, M Umoquit, P Tso
International Journal of Research & Method in Education 35 (3), 251-268, 2012
The nominal group technique: a practical guide for facilitators
T Varga-Atkins, N Bunyan, R Fewtrell, J McIsaac
Written for the ELESIG small grants scheme. Liverpool: University of Liverpool, 2011
‘I know it’s not proper research, but…’: how professionals’ understandings of research can frustrate its potential for CPD
S Clayton, M O’Brien, D Burton, A Campbell, A Qualter, T Varga‐Atkins
Educational action research 16 (1), 73-84, 2008
The importance of interplay between school-based and networked professional development: School professionals’ experiences of inter-school collaborations in learning networks
T Varga-Atkins, M O’Brien, D Burton, A Campbell, A Qualter
Journal of Educational Change 11, 241-272, 2010
Learning networks for schools: keeping up with the times or a leap into the unknown?
M O'Brien, D Burton, A Campbell, A Qualter, T Varga-Atkins
The curriculum journal 17 (4), 397-411, 2006
Developing e-learning for interprofessional education
T Varga-Atkins, H Cooper
Journal of telemedicine and telecare 11 (1_suppl), 102-104, 2005
Students tell us what good written feedback looks like
S Voelkel, T Varga‐Atkins, LV Mello
FEBS Open bio 10 (5), 692-706, 2020
Learning literacies through collaborative enquiry; collaborative enquiry through learning literacies
J Ashley, F Jarman, T Varga-Atkins, N Hassan
Journal of information literacy 6 (1), 50-50, 2012
Beyond description: In search of disciplinary digital capabilities through signature pedagogies
T Varga-Atkins
Research in Learning Technology 28, 2020
School professionals’ attitudes to professional development in a networked context: developing the model of ‘believers, seekers and sceptics’
T Varga‐Atkins, A Qualter, M O’Brien
Professional development in education 35 (3), 321-340, 2009
Learning Activity Management System Specialist Schools Trust pilot
T Russell, T Varga-Atkins, D Roberts
A Review for Becta and the Specialist Schools and Academies Trust by CRIPSAT …, 2005
A structured reflective process supports student awareness of employability skills development in a science placement module
LV Mello, T Varga‐Atkins, SW Edwards
FEBS Open Bio 11 (6), 1524-1536, 2021
How are the perceptions of learning networks shaped among school professionals and headteachers at an early stage in their introduction?
M O’Brien, T Varga-Atkins, D Burton, A Campbell, A Qualter
International Review of Education 54, 211-242, 2008
Social inclusion and learning networks: a ‘wider notion of learning’or taking things in a different direction?
M O’Brien, A Atkinson, D Burton, A Campbell, A Qualter, T Varga‐Atkins
Research Papers in Education 24 (1), 57-75, 2009
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